High School Level
Also known as scholastic wrestling when practised at the high school and middle (junior high) school level, collegiate wrestling differs from wrestling at the high school level in multiple aspects. Scholastic wrestling is regulated by the National Federation of State High School Associations (NFHS). This association mandates that high school matches are to have periods of shorter length, three periods consisting of two minutes each, than collegiate matches which begin with a three minute first period. Additionally, college wrestling uses the concept of "time advantage" or "riding time" in the referees position, while high school wrestling does not.
According to an Athletics Participation Survey taken by the National Federation of State High School Associations, boys' wrestling ranked eighth in terms of the number of schools sponsoring teams, with 9,445 schools participating in the 2006-07 school year. Also, 257,246 boys participated in the sport during that school year, making scholastic wrestling the sixth most popular sport among high school boys. In addition, 5,048 girls participated in wrestling in 1,227 schools during the 2006-07 season. Scholastic wrestling is currently practised in 49 of the 50 states; only Mississippi does not officially sanction scholastic wrestling for high schools and middle schools. Arkansas, the 49th state to sanction high school wrestling, began scholastic wrestling competition in the 2008-09 season.
Read more about this topic: Collegiate Wrestling
Famous quotes containing the words high, school and/or level:
“In the most high and palmy state of Rome,
A little ere the mightiest Julius fell,
The graves stood tenantless and the sheeted dead
Did squeak and gibber in the Roman streets.”
—William Shakespeare (15641616)
“Although good early childhood programs can benefit all children, they are not a quick fix for all of societys illsfrom crime in the streets to adolescent pregnancy, from school failure to unemployment. We must emphasize that good quality early childhood programs can help change the social and educational outcomes for many children, but they are not a panacea; they cannot ameliorate the effects of all harmful social and psychological environments.”
—Barbara Bowman (20th century)
“Helping children at a level of genuine intellectual inquiry takes imagination on the part of the adult. Even more, it takes the courage to become a resource in unfamiliar areas of knowledge and in ones for which one has no taste. But parents, no less than teachers, must respect a childs mind and not exploit it for their own vanity or ambition, or to soothe their own anxiety.”
—Dorothy H. Cohen (20th century)